title: An evaluation of repeating the discriminative stimulus when using least-to-most prompting to teach intraverbal behavior to children with autism.
abstract: A common recommendation with least-to-most prompting is to repeat the discriminative stimulus (S(D) ) with each successive prompt (Cooper, Heron, & Heward, 2007). However, few studies have evaluated this recommendation. We compared repeating the S(D) to presenting the S(D) once when teaching intraverbal behavior to children with autism. Results showed that both methods produced acquisition, and repeating the S(D) produced no greater efficiency in acquisition.
authors.affiliation: FLORIDA STATE UNIVERSITY, PANAMA CITY.
authors.forename: Tiffany
authors.initials: T
authors.lastname: Humphreys
authors.forename: Amy S
authors.initials: AS
authors.lastname: Polick
authors.forename: Laura L
authors.initials: LL
authors.lastname: Howk
authors.forename: Jackie R
authors.initials: JR
authors.lastname: Thaxton
authors.forename: Alison P
authors.initials: AP
authors.lastname: Ivancic
mesh_terms: D001321:Autistic Disorder / Q000523:psychology*; D002648:Child; D002675:Child, Preschool; D003463:Cues; D004192:Discrimination, Psychological; D005260:Female; D006801:Humans; D008297:Male; D013663:Teaching; D014705:Verbal Behavior
keywords: autism; discriminative stimulus, intraverbal behavior; prompting